Educating the Edisons of the 21st century : Embedding Tools of the Theory of Inventive Problem Solving (TRIZ) into the engineering curriculum : final report.
Over the last ten years, governments, technological associations, managers of engineering companies and world business leaders have identified cognitive stills and, specifically creativity skills, as vital for professionals of the 21st Century. The need to change engineering curricula in order to ed...
| Institution: | RMIT University |
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| Prif Awdur: | |
| Cyhoeddwyd: |
Australia. Dept of Education and Training (DET)
2019
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| Pynciau: | |
| Mynediad Ar-lein: | https://ltr.edu.au/resources/FS16-0271_FinalReport_Edisons_Belski_2019.pdf https://ltr.edu.au/resources/FS16-0271_AchievementStatement_Belski_2019.pdf |
| Crynodeb: | Over the last ten years, governments, technological associations, managers of engineering companies and world business leaders have identified cognitive stills and, specifically creativity skills, as vital for professionals of the 21st Century. The need to change engineering curricula in order to educate engineers in creativity skills that meet the requirements of the engineering industry was raised over 50 years ago. In the 1960s, technical knowledge began to expand rapidly. This expansion was followed by redevelopment of engineering curricula to accommodate more teaching of narrow discipline courses and to focus more thoroughly on development of analytical skills and specific methods for solving instrumental problems. As a result, development of students' creativity skills lagged significantly behind that of analytical skills. Since then, engineering curricula have not changed enough to ensure that creativity skills in graduates are appropriately developed. Recent research publications by scholars from Australia, the USA, Canada and France suggest that the development of divergent thinking skills in engineering students still significantly lags that of convergent thinking skills. This Fellowship, titled 'Educating the Edisons of the 21st Century: embedding tools of the Theory of Inventive Problem solving (TRIZ) into the engineering curriculum', aimed to initiate and lead change in engineering curricula focused upon producing creative engineers capable of developing novel products and services in a fiercely competitive global market. In order to achieve this, the Fellowship team : Integrated existing educational resources developed by leading world academics who have introduced the Theory of Inventive Problem Solving (TRIZ) at their universities, Constructed a web-based repository of TRIZ educational materials (TRIZ or Fellowship Repository) on thinking heuristics that could be embedded into existing engineering courses and used by individual students for self-learning, Promoted the web-based repository of TRIZ teaching materials to Australian and international engineering academics and engineering students, Engaged students enrolled in engineering degrees in Australia and New Zealand in utilising TRIZ tools in their projects, Engaged engineering academics from Australia and New Zealand in introducing students to the basic tools of TRIZ with help of the TRIZ Repository, Connected Australian engineering academics with the international scholars who teach and research TRIZ and Disseminated the outcomes of the Fellowship at conferences and in peer-reviewed publications. [Executive summary, ed] |
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| ISBN: | 9781760516581 (PDF) 97817605166604 (print ed) 9781760516598 (DOCX) 9781760516581 (PDF) 97817605166604 (print ed) 9781760516598 (DOCX) |
